Name: Shana Pope Date of Lesson: April 15, 2013 Underground Railroad State Standard: Standard 4-6.

2 Explain the contributions of abolitionists to the mounting tensions between the North and South over slavery, including William Lloyd Garrison, Sojourner Truth, Frederick Douglass, Harriet Tubman, Harriet Beecher Stowe, and John Brown. Learning Objective: TSWBAT explain the contributions of the abolitionist Harriet Tubman to the fight against slavery, specifically in regards to the Underground Railroad. Essential Question: How did abolitionist leaders contribute to the fight against slavery before and during the Civil War? Assessment: TTW evaluate TSs creative story according to the rubric. Activities Procedures: Opening: o TTW read Unspoken: A Story from the Underground Railroad by Henry Cole TTW walk through each page with TS, asking questions to engage students in their observations and to assist them in linking the pictures with factual information. Activities: o TCW recap on Unspoken and further discuss specific topics: Slave resistance Slave codes Underground Railroad Abolitionists Harriet Tubman Closure: o TCW review E.Q., discussing how Harriet Tubman and the existence of the Underground Railroad contributed to the fight against slavery before and during the Civil War o TSW choose one of three topics to write a creative story, using at least 5 words from the lesson.

Accommodations: ESL: partner student with another student who is fluent in both his first and second language Special Education: o Vision: TSWB allowed to move closer to the board. Early Finishers: o TSW explore more about the Underground Railroad: http:/teacher.scholastic.com/activities/bhistory/underground_railroad/slideshows/plan tation_slides.htm

Name: Shana Pope Date of Lesson: April 15, 2013 Materials: Unspoken: A Story from the Underground Railroad by Henry Cole Promethean slides Paper and Pencil Rubric

Development of Critical Thinking and Problem Solving: Evaluating If you were a slave who was planning to run away, what items would you take with you and why? Analyzing Harriet Tubman sometimes forced the timid escapees ahead with a loaded revolver what did they say about her? Do you feel that was right or wrong? Why do you think she would do that? Creating Is there anything that you could have invented during this time period that could have avoided slavery?

Topic

Vocabulary/Content

Story Flow

Score

The student chose one topic and appropriately used his topic from beginning to end. (3)

The student chose one topic but did not stick with his topic from beginning to end. (3)

The student did not choose a topic. (3)

The student used at least 5 or more vocabulary words, expressing sound understanding of their meanings. (2) The students used at least 5 vocabulary words but content lacked expression of sound understanding of meanings. (2) The student used less than 5 vocabulary words and did not express sound understanding of their meanings. (2)

The student used appropriate sentence structure; his story flowed from thought to thought. (1) The student had descent sentence structure and thought flow but could use some practice. (1) The student did not use appropriate sentence structure; story lacked flow. (1)

Total: _____________